Abstract
With the advent of both the women's movement and a heightened national nterest in educational excellence, scholary attention has been focused on the success of females in mathematics. Sells (1978) Identified mathematics as the “critical filter” that could limit the range of career choices available to those who do not take an adequate number of high school mathematics courses. Casserly and Rock (1979) looked at factors that differentiate girls who enroll in Advanced Placement mathematics courses from those who do not. Studies of Fennema and Sherman (1977) demonstrated that gender differences in mathematics achievement are substantially reduced when the number of mathematics courses is controlled. Benbow and Stanley (1982), however, found that sex differences in mathematics achievement did not reflect differential mathematics course taking. Their study involved students in the Study of Mathematically Precocious Youth (SMPY) who, as seventh and eighth graders, scored as well as a national sample of eleventh- and twelfth-grade females on the S.A.T. mathematics and verbal tests
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